### Abstract

One of the important challenges in mathematics education is the development of pedagogical theory that can guide mathematics instruction, instructional design, teacher education, and research in each of these areas. In this chapter, I begin with a brief review of the current state of the field with respect to pedagogical theory. I then offer a vision of what might constitute needed pedagogical theory. Such theory would include useful ways of describing the mechanisms of mathematics conceptual learning and, derived from the characterization of these mechanisms, design and instructional principles for fostering mathematics conceptual learning. Using the research program I am involved in as an example, I describe some of the methodological challenges in producing an empirical basis for such theory development.

Original language | English (US) |
---|---|

Title of host publication | Vital Directions for Mathematics Education Research |

Publisher | Springer New York |

Pages | 95-118 |

Number of pages | 24 |

Volume | 9781461469773 |

ISBN (Electronic) | 9781461469773 |

ISBN (Print) | 1461469767, 9781461469766 |

DOIs | |

State | Published - Aug 1 2013 |

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### ASJC Scopus subject areas

- Social Sciences(all)

### Cite this

*Vital Directions for Mathematics Education Research*(Vol. 9781461469773, pp. 95-118). Springer New York. https://doi.org/10.1007/978-1-4614-6977-3-5

**The need for theories of conceptual learning and teaching of mathematics.** / Simon, Martin.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

*Vital Directions for Mathematics Education Research.*vol. 9781461469773, Springer New York, pp. 95-118. https://doi.org/10.1007/978-1-4614-6977-3-5

}

TY - CHAP

T1 - The need for theories of conceptual learning and teaching of mathematics

AU - Simon, Martin

PY - 2013/8/1

Y1 - 2013/8/1

N2 - One of the important challenges in mathematics education is the development of pedagogical theory that can guide mathematics instruction, instructional design, teacher education, and research in each of these areas. In this chapter, I begin with a brief review of the current state of the field with respect to pedagogical theory. I then offer a vision of what might constitute needed pedagogical theory. Such theory would include useful ways of describing the mechanisms of mathematics conceptual learning and, derived from the characterization of these mechanisms, design and instructional principles for fostering mathematics conceptual learning. Using the research program I am involved in as an example, I describe some of the methodological challenges in producing an empirical basis for such theory development.

AB - One of the important challenges in mathematics education is the development of pedagogical theory that can guide mathematics instruction, instructional design, teacher education, and research in each of these areas. In this chapter, I begin with a brief review of the current state of the field with respect to pedagogical theory. I then offer a vision of what might constitute needed pedagogical theory. Such theory would include useful ways of describing the mechanisms of mathematics conceptual learning and, derived from the characterization of these mechanisms, design and instructional principles for fostering mathematics conceptual learning. Using the research program I am involved in as an example, I describe some of the methodological challenges in producing an empirical basis for such theory development.

UR - http://www.scopus.com/inward/record.url?scp=84910001761&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84910001761&partnerID=8YFLogxK

U2 - 10.1007/978-1-4614-6977-3-5

DO - 10.1007/978-1-4614-6977-3-5

M3 - Chapter

AN - SCOPUS:84910001761

SN - 1461469767

SN - 9781461469766

VL - 9781461469773

SP - 95

EP - 118

BT - Vital Directions for Mathematics Education Research

PB - Springer New York

ER -